Listening skills tasks and handouts task 1: Work in pairs. Write a list of all the things you listened to in the last 24 hours


TASK 5. In pairs, read the course book extract, decide which stage the activities marked with an arrow () belong to and identify their purpose



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week 3 Tasks and Handouts
TASK 5. In pairs, read the course book extract, decide which stage the activities marked with an arrow () belong to and identify their purpose.

TASK 6. Work in pairs. Put these steps of a listening task into a logical order and decide which stage (pre-, while-, post-) each step belongs to.

  1. The teacher focuses on features of grammar or vocabulary that occur in the recording, e.g. by asking students to complete a gapped transcript. - post

  2. The teacher sets a task that requires listening for specific details. She plays the complete recording, checks the answers, and replays sections if necessary. – while

  3. Learners read the transcript of the recording and listen at the same time. – post

  4. The teacher generates interest in the topic by, for example, asking the class about their experience of, feelings on, or knowledge about, the topic. - pre

  5. The teacher presents some key vocabulary in the listening text - for example, by giving, or eliciting, a definition or an example. - pre

  6. The teacher sets a gist listening task - for example, Who is talking to whom, about what, and why? She then plays a short section of the recorded extract, and checks the answers. - while

TASK 7. In pairs or groups of 3, choose one among the handouts 1-3 and:

      1. identify the stages to which each activity belongs

      2. say what each activity is designed for

(New Headway – Pre-Int – 3rd – ST book, pages 49, 57, 76)

TASK 8.

        1. Match each listening text type with appropriate tasks. There are often several tasks which would be suitable for each text type.

        2. Which tasks are listening for gist? Which are listening for specific information?





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